LCRT 5020 Week 1 INTRODUCTION

1. Welcome to LCRT 5020:
Workshop in Literacy &
Language Teaching
I’m glad you are here!
 Find a seat & make yourself comfortable.
 Begin to complete the “Information” form &
submit it before you leave tonight.

2. Tonight’s Agenda
 Introductions: To each other, to the course, to Canvas
 Culture: Getting to know ourselves, each other & our students as
cultural beings
 Cultural diversity, motivation & differentiation: Jigsaw &
Reading Notes
 Why Culture? Conditions of Learning; Schema
 LCRT 5020: Syllabus, Calendar, Class sessions (f2f & online)
 Looking ahead to February 2nd ONLINE SESSION
 After Class: Individual questions & Canvas support

3. Getting to know each other
 Let’s do a quick “whip around”
introduction so we learn what grade
level(s) you teach and where you work or
have worked (if you are not currently in a
school).

4. Sherry Taylor, Ph.D.
AREAS of STUDY:
 Bilingual/Bicultural Elementary Education
 Applied Linguistics/TESOL (K-12 & adult)
 Second Language Acquisition/Spanish Linguistics/Teacher Education
AREAS of GRADES PK-12 & UNIVERSITY TEACHING
 PK-12 Teaching in the areas of Literacy, Language, ESL in: Illinois,
Colorado & Guanajuato & Michoacan, MX
 Adult ESL/EFL: Colorado, Ohio & Guanajuato, MX
 Spanish as a foreign language: Ohio State University
 Teacher Education: Ohio State University, University of Wisconsin-
Madison, CU Denver (since 1996 - )
RESEARCH INTERESTS
 Teachers’ cognition about culturally responsive teaching
 Book: Teaching like our students’ lives matter: Culturally Responsive
Pedagogy
 New: Transitions & literacy challenges of US- born Mexican children
returning to Mexican schools

5. Getting to know each other,
ourselves & our students
as cultural beings
 One way we examine ourselves & get to know each other is
through issues of culture.
 Use the culture questions on the following slides to reflect on your
family’s culture & practices, and to generate discussion.
 Select the questions and ideas that resonate with you and those
in your group as you consider your upbringing & current culture.
 Please make sure that all members in your group have the
opportunity to contribute to the discussion. Also, be sure to keep
the focus on you and the individuals in your group.
 Begin this interaction & exploration by forming a triad.

6. Getting to know each other, ourselves &
our students as cultural beings
FOOD
 What is eaten? In what order & how often is food eaten?
 What social obligations are there with regard to food giving,
reciprocity, and honoring people?
HISTORY, TRADITIONS & HOLIDAYS
 Which events & people are sources of pride for the group?
 Which holidays & celebrations are considered appropriate to be
observed in the school context? Which ones are appropriate for
private observance or observance in the home?

7. Getting to know each other, ourselves &
our students as cultural beings
DISCIPLINE
 What counts as discipline and what doesn’t?
 Which behaviors are considered socially appropriate for boys versus
girls at different ages?
 Who is considered responsible if a child misbehaves?
RELIGION
 What restrictions are there concerning topics discussed in school?
 Are dietary restrictions to be observed, including fasting on particular
occasions?
 What restrictions are associated with death and the dead?

8. Getting to know each other, ourselves &
our students as cultural beings
Next, combine triads to form a
group of six.
FAMILY STRUCTURES
 What constitutes a family?
Who among these or others
lives in one residence?
 What are the rights &
responsibilities of each family
member?
 What is the hierarchy of
authority in the family?
THE LIFE CYCLE
 What are the criteria for
defining stages or transitions
in life?
 What “rites of passage” are
there? How are these
honored & celebrated?
 What commemoration, if
any, is made of the child’s
birth & when? Of a child’s 1st
year birthday?

9. Getting to know each other, ourselves &
our students as cultural beings
ROLES & INTERPERONAL
RELATIONSHIPS
 What roles are available to
whom, & how are they
acquired?
 How do the roles of girls &
women differ from those of
boys & men?
 How do people greet each
other?
TIME & SPACE
 How important is
punctuality?
 How important is speed in
completing a task?
 How important is accuracy in
the completion of a task?
 How much space are people
inter-personal interactions?

10. READ ALOUD
What surprised you?
How might this book be applicable to learners in your
classroom?
What questions would you present to your students if you
used this in your teaching?

11. Ginsberg’s “Cultural diversity,
motivation & differentiation”
 Get into 3 groups (alter the configuration from previous triad))
 All read: p. 218-220 (top of first column)
 Group 1 read p. 220-221 (bottom of 1st column)
 Group 2 read p. 221-223 (bottom of 2nd column)
 Group 3 read p. 223-end
 Read, take notes & discuss as a group (5-7 minutes)
 Each group member can use the graphic organizer to share
his/her notes later with ‘jigsaw’ reconfiguration

12. JIGSAW
“Cultural diversity, motivation &
differentiation”
 Jigsaw so each new group has one representative from
groups 1, 2, and 3.
 Begin discussion about complete article. Each member will
share information from the section you read, adding notes to
the graphic organizer.
 As a group, generate ideas & create a list of ways to learn
about one’s students & motivate them in class (to share out
with whole class later).
 Plan to spend about 8-10 minutes discussing & generating
ideas in your jigsaw group.
 Whole class debrief and share.

13. Quick share-out
 Your Reactions
 Ideas for learning about one’s students & motivating
them in class

14. BREAK

15. LCRT 5020: Workshop in Literacy
& Language Teaching
 Syllabus
 Textbooks and readings
 Learning experiences & assignments
 Calendar
 Class sessions (f2f & online)

16. Keeping up with the calendar
FACE-TO-FACE CLASSES
 Check Course Calendar for
assigned readings, due dates
(in red), and expectations.
 Each time we meet F2F, you
are expected to post "Reading
Notes" to Canvas by 5pm the
day of class.
 Be sure that you can access
your notes during class . These
notes support your in-class
discussions & provide
evidence of your preparation
for class.
ONLINE CLASSES
 Log on to CANVAS where
you will find specific
guidelines and resources
to support your
interactions.
 Along with other activities,
you will generally be
asked to participate in a
"threaded discussion" or a
"voice thread."
 Guidelines for how to
engage in both of these
features will be provided
on Canvas.

17. Preparing for 1st major
assignment:
Classroom Observation Paper
GETTING STARTED:
Arrange for a 60-90
minute classroom
observation of a teacher
who is an academic
specialist (e.g., content
teacher [math, science,
social studies,
engineering, etc.];
special education;
reading intervention;
teacher of English as an
additional language
[ELD or ESL teacher]).
Observe this teacher for
 evidence of Cambourne’s
conditions for learning;
 the literacy instruction
models/approaches being used;
and
 potential links to students’ cultural
perspectives as a means for
motivating the learners.
 Analyze and evaluate your
observation notes and write up a
critique of the instruction and
evidence of student learning.
 Five to eight pages, double-
spaced typed.

18. Culture & Conditions of Literacy
Learning & Literacy Teaching
Direct connections to LCRT 5020
 course content,
 goals,
 readings,
 learning experiences and assignments

19. CANVAS VISUALS

20. CANVAS: Home page

21. CANVAS: Syllabus Page with
Course Calendar Hotlink

22. CANVAS: Weekly Modules
including Orientation Module

23. Feb. 2, Week 2: ONLINE SESSION

24. Looking ahead to February 2nd
ONLINE SESSION
Learning about the Learning Environment
 REMEMBER: Submit “Info” form before you leave tonight!!
 Weaver textbook: Intro, Chapters 1 and 2
 Cambourne’s Conditions of Learning (& Brain Research)
 Pearson’s Gradual Release of Responsibility
 Plan for Cambourne’s Observation
 Your Questions!!